Institutional Assessment Tool
In the past tutorials under the Trainers Methodology Level 1 core competency, Plan Training Session (PTS), we have already discussed the development of Competency Based Learning Materials (CBLM), its purpose, development and methods of writing of each Instruction sheets and other documents that forms a CBLM package.
For this tutorial, I will now guide you in the development of your respective Institutional Assessment Tool. Which is a major portfolio requirement of PTS.
Before we proceed, let us look at the Plan Training Session-Competency Based Learning Materials (PTS-CBLM) on page186 onwards and see what does Institutional Competency Evaluation means.
"Institutional Competency Evaluation is the assessment of the knowledge, skills and attitudes acquired from the training.
"In CBT, evaluation is the systematic collection and analysis of data needed to make decisions whether a trainee is competent or not yet competent."
"The Institutional Competency Evaluation is administered by the trainer within the training duration."
"Trainees should be evaluated every after competency. No trainee should be allowed to transfer to another competency without having been assessed."
"For the purpose of CBT, assessments are usually given for the following reasons:
- To validate the current competencies of trainees
- To measure how much trainees have learned in the training sessions given
- To help diagnose trainee’s problems and guide future instruction
- To decide whether trainees are competent or not"
To properly evaluate our Trainees and determine their level of competency, we, as the Trainer needs to develop a tool that would allow us to properly assess and decide if our Trainees have already met the desired competency by meeting the required outcomes as stated in the Training Regulations (TR).
The contents of Competency Evaluation Tool always depends on how we designed our Training based from the Competency Based Curriculum (CBC) or from the TR. This is were our Assessment Plan as we have written in our Session Plan comes in.
Normally the composition of a Competency Evaluation Tool are as follows:
- Evidence Plan;
- Table of Specifications for our written test;
- The written test (not lower than 40 items;
- Performance Test;
- Rating Sheet for the Performance Test; and
- Questioning tool / interview Questions with answer.
Given that you are under Training, you are required to submit all of the above for your portfolio.
NOTES:
The common mistake that a TM trainee normally commits when developing their respective Institutional Assessment Tool (IAT) is designing the tool for a given Learning Outcome and not for the entire core competency. Worth noting is that as per PTS-CBLM it stated that the "Trainees should be evaluated every after competency. No trainee should be allowed to transfer to another competency without having been assessed."
With this, when developing your IAT, bear in mind to design it to test and assess the Trainees' Learning of the entire core competency.
Should you wish to evaluate your Trainees Performance for every LO, my suggestion is to use portfolio assessment by collecting a record of all skills and written test performed by your trainees during the training proper. You can then make it as a prerequisite before your Trainee can undergo an Institutional Assessment (IA).
Developing your Institutional Assessment Tool Package
The Evidence Plan / Guide
The PTS-CBLM explains the evidence plan on page 192-195,
" In developing evidence gathering tools for an institutional assessment, the first stage is to prepare an evidence plan. Evidence plans are designed to –
- Serve as a planning tool
- Support the assessment process
- Assist with the collection of evidence
- Inform the learners of what is expected of them before they begin the assessment
- Serve as a guide for the trainer in determining the method of assessment to be used
In making an Evidence Plan you should have the Competency Standards (CS) of the chosen competency and the Evidence Plan Template."
Sample Evidence Plan with Guide
 |
| figure 1. Sample Evidence Guide Template. |
Referring to Figure 1, and Looking on how the Performance Criteria was included in the document, one will notice that it was rephrased in order to answer the statement " the evidence must show that the trainee..." for the first example it was rephrased as "determined and planned in accordance with network design and actual installation site." which was originally written under the Performance Criteria as "Cable routes are determined and planned in accordance with network design and actual installation site." This rephrasing of the Performance Criteria is needed through out the evidence plan.
Again in Figure 1, let us now look at the five columns that refers to the evidence gathering methods.
The Different Methods of Gathering Pieces of Evidence
Observation and Questioning - this method is normally utilized by a third party when the Trainee is undergoes, industry immersion / On-the-job Training, where the Trainer or the Industry Supervisor observes the Trainee while performing assigned task / job. The questioning follows, to validate what was observed.
Demonstration and Questioning - this method is very much similar to Observation and Questioning, but is performed at the School. Specifically at the Practical Work Area / Institutional Assessment Area (Laboratory). Where the Trainee is required to Demonstrate a task / job and then rated by the Trainer. This is also the common method utilized in Institutional Assessment.
Third Party Report - this is needed if the Institution has an ongoing Dualized Training, Industry immersion Program, this refers to the overall evaluation that the Industry Supervisor / Trainer made for the Trainee.
Portfolio - This method can be used for the Recognition of Prior Learning but can also be used by the Trainer as a means of determining if the Trainee has performed all the requirements during the training before the Trainee undergoes institutional Assessment.
Written test - the method that can used to test the Knowledge, Skills and Attitude of the Trainee. But is a power tool in knowing what the trainee can do in areas were actual skills test will not suffice. Example, contingency questions, application of rules and regulations. Note however that same goes too for oral questioning and interview.
Designing your Evidence Plan
Designing an evidence guide is not simply rephrasing performance criteria and selecting methods of gathering evidence. In fact the effectiveness of your IA depends on how you designed your evidence plan/guide.
Explaining how the sample in figure 1, this is how its design works.
Looking at the TR for CSS NC II, the evidence guide indicates that there are four critical aspect of competencies, Two of those criteria were indicated in the evidence guide by italicization and highlighting it in bold, aside from this an asterisk was placed after the criteria.
In the first LO, where one of the critical aspect can be found, the method of testing shall be via: actual performance demonstration and questioning; and written test. While the Second critical aspect found in the second LO will only be tested via performance demonstration and questioning. For the non critical aspect, it is a combination of almost all the different methods.
The different Performance criteria and methods that were selected in the evidence plan will now serve as guide in designing the written test, performance test, and Questioning Tool for the given sample IA, which will be further discussed in the next part of this Tutorial.
Before I leave this topic do always remember that designing your Evidence plan is very important when developing an IAT, for a well designed Evidence Guide will allow you to properly and objectively test if the Trainee have learned the desired outcomes and is competent enough to move to the next competency.
Should you have further questions, feel free to comment bellow.
Cheers!
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